@misc{10481/74261,
year = {2022},
month = {1},
url = {http://hdl.handle.net/10481/74261},
abstract = {This article presents and discusses some of the paradoxes that educators in the higher education
sector encountered during the COVID-19 lockdowns. It takes a fresh look at data from a study
involving 3,000 teachers and 20,000 students as the empirical background in the form of both
quantitative and qualitative material. Based on a paradoxical-theoretical perspective, the article looks
at the experiences of educators who had to teach online - some of them for the first time. The article
finds that the lockdowns led to teaching and learning situations in an online format which were
paradoxically different from both familiar on-site and online teaching.},
publisher = {Universidad de Granada},
keywords = {Paradoxes},
keywords = {Emergency remote teaching},
keywords = {Higher education},
keywords = {Learning design},
keywords = {COVID-19},
title = {The Paradoxes of Emergency Remote Teaching},
author = {Nortvig, Anne-Mette and Georgsen, Marianne},
}